This is an example of Multimedia-based training content, created in the frame of the DigiComPass Project.
In our example of learning content, we have selected a course presentation with integrated self-evaluation questions. The self-evaluation follows the concept of “Learning by Assessment”. Even if the content has been described and explained before, the feedback to the selected answers delivers further information to the learner. This enables the learner to learn even from the assessment.
About the project
The described concept comes from the DigiComPass Erasmus+ project. In the frame of this project, the team developed a training course and necessary accompanying material and documents. These are:
Pilot courses will be created (and evaluated) on the mentioned items, together with an appropriate recognition model for adults. These developments are summarized in an “Adult Education package” called DigiComPass. The training content is using extensively multimedia and interactivity.
The objectives are to create a recognition & course model for Digital Competencies with
A pedagogical framework (based on Flipped Learning 3.0)
A quality-enhance framework for course creation, implementation, and evaluation.
A recognition model for Europe defining the curriculum, training environment, evaluation and grading, and consistent certification (which could be used internationally as well). The model fits perfectly with the Europass CV. This model should be practicable globally as well.
Use of modern digital badges (open badges system) for the recognition model
A “floating guide” to define the way of adaptation for future developments.
A transferability guide for School Education
Establish a European Association to maintain the DigiComPass concept.
Further information
Project number: 2022-1-CY01-KA220-ADU-000085965 Coordinator: University of Cyprus (SEIT Lab) Partners: Brainlog (DK), European Initiative for Education (Austria), Prometeo (IT), IFESCoop (ES), K.A.NE. (GR), FLGlobal (USA) Webpage: www.digicompass.eu Contact: EBI info@advanced-training.at (Responsible Project Leader: Peter Mazohl)
Elderly people often face unique challenges with technology due to less familiarity and slower adaptation to new digital interfaces, making user-friendly and accessible learning platforms crucial. Cognitive changes with age, such as decreased memory and slower information processing, require simplified and clear instructional designs to facilitate effective learning. Physical limitations, like impaired vision and reduced motor skills, necessitate larger text, high contrast, and easy-to-navigate interfaces. Additionally, elderly learners may feel less confident with technology, so platforms must offer strong support systems, including tutorials and help desks, to build confidence and encourage participation. Social and emotional aspects are also important, as interactive and community-building features can combat isolation and motivate continuous learning. All these issues we face in the BonJour! Project[1].
What is our mission now?
This learning platform is designed to cater specifically to the needs of mature learners aged 55 and above. It fosters a welcoming and accessible environment that empowers individuals to explore their interests, develop new skills, and stay connected.
Designed for Ease of Use
User-Friendly Interface: The platform boasts a straightforward design with clear menus, large icons, and easy-to-understand labels. This ensures smooth navigation and minimizes confusion. A consistent layout across all pages further enhances user comfort.
Accessibility Features: High contrast themes, adjustable font sizes, and readable fonts make the platform accessible for users with visual impairments. Additionally, the platform is fully compatible with screen readers and offers keyboard navigation for a hands-free experience.
Engaging Learning Experiences
Multimedia Content: Learning comes alive through a variety of engaging formats. Short, informative videos provide clear explanations, while audio lessons cater to those who prefer listening. Interactive quizzes reinforce learning by offering immediate feedback. Slide presentations offer visual support to complement text-based content.
Interactive Learning Tools: The platform fosters a sense of community through discussion forums where users can interact, share experiences, and ask questions. Live webinars and virtual classrooms provide real-time interaction with instructors and a more immersive learning environment. Practice exercises offer hands-on opportunities to apply newfound knowledge.
Personalized Learning and Support
Personalized Learning Paths: Initial assessments help tailor learning journeys to individual needs and goals. Users can set and adjust their goals at any time. Progress tracking keeps users motivated by providing clear indicators of their achievements.
Support and Assistance: A dedicated help desk offers readily available support for technical issues. Step-by-step tutorials guide users on how to utilize the platform’s features effectively. A comprehensive FAQ section addresses common questions.
Keeping You Motivated
Badges and Certificates: Earn badges and certificates for completing courses and achieving milestones, celebrating your accomplishments and keeping you motivated.
Gamification: The platform integrates game-like elements such as points, levels, and challenges to keep learning fun and engaging.
Peer Support: The platform facilitates community building and fosters a supportive environment where users can connect with peers and encourage one another.
Considerations for Mature Learners
Cognitive Load: The platform prioritizes clear, step-by-step instructions and avoids technical jargon. Information is presented in manageable pieces to prevent cognitive overload.
Physical Comfort: An ergonomically designed interface and minimal clicks required to access content ensure comfortable use for extended periods.
Health and Wellness: The platform encourages breaks to avoid strain and offers options to adjust screen brightness and contrast for optimal eye care.
Elderly learners need specific support to enable them for efficient and successful learning. This does not address the learning content, but the way the content is delivered by the learning platform.
Additional considerations
Emotional Support: Positive feedback and motivational messages keep users engaged and inspired. The platform fosters a sense of community and belonging, promoting emotional well-being.
Technological Familiarity: Introductory courses equip users with basic digital literacy skills, easing the transition to online learning. The platform supports so-called “Multiple Devices”, this means it is compatible with various devices, including tablets and smartphones, for added convenience.
Privacy and Security: Clear data protection policies ensure complete transparency regarding user data and security. Users are empowered to control their personal information and choose how their data is shared.
[1]The BonJour! Project (Erasmus+ 2023-1-IT02-KA220-ADU-000160320) aims to enhance media literacy among older adults by improving their journalism and digital skills, fostering social activism, and bridging the generation gap in digital proficiency. It focuses on creating a new role, Media Educators for the Elderly, to address this critical need. The project targets adult and senior educators, media educators, and individuals aged 55+. It involves conducting a learning needs analysis, training Media Educators, offering courses to seniors, and developing resources like a handbook, guidelines, and a curriculum. Expected outcomes include establishing a media literacy methodology for the elderly, identifying Media Educator profiles, and creating an e-learning platform and learning materials tailored to seniors.
This refers to the process of systematically examining and evaluating data, facts, and other relevant information to draw well-founded conclusions. It includes the collection, verification, and interpretation of data, the identification of patterns and trends, and the assessment of the relevance and reliability of information. The goal is to make decisions on a sound and rational basis.
Importance for the 55+ Age Group
The 55+ age group often faces specific challenges and decisions where thorough information analysis is crucial. Here are some examples based on feedback from conversations with people in this age group:
Health and Medicine At this age, the importance of health information increases. The ability to understand and evaluate medical data and research findings helps in making informed decisions about treatments and lifestyle changes.
Financial Planning and Retirement Provision The analysis of financial information is essential to ensure a secure and stable financial future. This includes understanding pension plans, investment opportunities, and insurance products.
Technology and Digitalisation Although many individuals aged 55+ are tech-savvy, the rapid development in digitalisation requires constant adaptation and further education. The ability to filter and analyse relevant information is crucial in this context.
Politics and Society In retirement, many people have more time to engage in political and societal activities. Sound information analysis enables them to better understand political decisions and actively participate in societal discussions.
Challenges
A challenge for the 55+ age group can be the rapid change and the abundance of available information.
A4: In-depth Analyses of Reality are a Waste of Life (reverse order)
This question implies a prioritisation where living and shaping life is valued more than reflecting or researching reality. It represents a philosophical perspective that places immediate experience and practical living above theoretical and analytical activities.
The responses show that the participants strongly disagree with this statement. Approximately two-thirds of the respondents do not see an in-depth reflection on their life situation and surroundings as a waste of time.
A12: I Enjoy Finding Dependencies Between Seemingly Different Things
This statement expresses a preference for discovering connections or relationships between things that initially appear unrelated. It suggests an inclination towards analytical thinking and a fascination with the complexity and interconnectedness of the world. It demonstrates a curiosity and joy in uncovering hidden links.
The analysis of the responses indicates that two-thirds of the respondents strongly or forcefully agree with this statement. This points to an interest and ability in interdisciplinary thinking, as well as creative thinking and scientific curiosity. Note: The group surveyed in Austria had a high proportion of people with higher education (77%). In a more representative sample of the general population, different results might be expected.
A17: I Can Identify the Key Parts of a Text
This statement conveys the ability to identify and highlight the essential and relevant information in a text. It also suggests a capability for critical analysis and efficient information processing. This skill is particularly useful in academic, professional, and everyday contexts where large amounts of information need to be processed.
However, it must be considered that identifying key parts can be subjective and depend on the reader’s perspective, potential biases, and goals. More than 90% of the respondents believe they are capable of identifying the key parts of a text.
A24: When I Read a Text, I Look for Connections Between the Information it Contains and Other Texts I Have Read
This statement describes the practice of actively seeking connections or relationships between information in a text and other texts one has previously read. It suggests a deep and reflective reading approach that goes beyond merely understanding the current text and emphasises integrating new knowledge into an existing knowledge network.
This question implies a capability for critical thinking and analysis, recognising connections and differences between various information sources. However, it also highlights the issue of “bias,” where seeking connections can sometimes confirm preconceived opinions by only perceiving information that fits existing beliefs.
More than 66% of respondents agree or strongly agree with this statement, indicating a fundamental approach to critical thinking and intertextual skills among the respondents.
Darunter versteht man den Prozess der systematischen Untersuchung und Bewertung von Daten, Fakten und anderen relevanten Informationen, um daraus fundierte Schlussfolgerungen zu ziehen. Dies beinhaltet die Sammlung, Überprüfung und Interpretation von Daten, die Identifizierung von Mustern und Trends sowie die Bewertung der Relevanz und Zuverlässigkeit der Informationen. Ziel ist es, Entscheidungen auf einer fundierten und rationalen Basis zu treffen.
Bedeutung für die Gruppe der 55+ Jährigen
Die Gruppe der 55+ Jährigen steht oft vor spezifischen Herausforderungen und Entscheidungen, bei denen eine gründliche Analyse von Informationen entscheidend ist. Hier sind einige Beispiele aus der Rückmeldung von Gesprächen mit Menschen in dieser Altersgruppe:
Gesundheit und Medizin In diesem Alter nimmt die Bedeutung von Gesundheitsinformationen zu. Die Fähigkeit, medizinische Daten und Forschungsergebnisse zu verstehen und zu bewerten, hilft dabei, fundierte Entscheidungen über Behandlungen und Lebensstiländerungen zu treffen.
Finanzplanung und Altersvorsorge Die Analyse von Finanzinformationen ist entscheidend, um eine sichere und stabile finanzielle Zukunft zu gewährleisten. Dies umfasst das Verständnis von Rentenplänen, Investitionsmöglichkeiten und Versicherungsprodukten.
Technologie und Digitalisierung Auch wenn viele 55+ Jährige technikaffin sind, erfordert die rasante Entwicklung im Bereich der Digitalisierung eine ständige Anpassung und Weiterbildung. Hierbei ist die Fähigkeit, relevante Informationen zu filtern und zu analysieren, unerlässlich.
Politik und Gesellschaft Im Ruhestand haben viele Menschen mehr Zeit, sich politisch und gesellschaftlich zu engagieren. Eine fundierte Informationsanalyse ermöglicht es ihnen, politische Entscheidungen besser zu verstehen und sich aktiv an gesellschaftlichen Diskussionen zu beteiligen.
Herausforderungen
Eine Herausforderung für die Gruppe der 55+ Jährigen kann die schnelle Veränderung und die Fülle an verfügbaren Informationen sein.
Interpretation der Umfrage
A4 Tiefgreifende Analysen der Realität sind eine Verschwendung des Lebens (reverse order)
Diese Frage impliziert eine Prioritätensetzung, bei der das Erleben und Gestalten des Lebens höher bewertet wird als das Nachdenken oder Forschen über die Realität. Es stellt eine philosophische Perspektive dar, die das unmittelbare Erleben und die praktische Lebensführung über theoretische und analytische Tätigkeiten stellt.
Die Antworten zeigen, dass die Befragten überhaupt nicht mit dieser Aussage übereinstimmen. In etwa ⅔ der Befragten sehen keine Verschwendung ihrer Lebenszeit, wenn sie realitätsnahe und tiefergehende Überlegungen zu ihrer Lebenssituation und Lebensumgebung tätigen.
A12 Ich mag es, Abhängigkeiten zwischen scheinbar Verschiedenem zu finden.
Dieses Statement drückt eine Vorliebe für die Entdeckung von Verbindungen oder Beziehungen zwischen Dingen aus, die auf den ersten Blick nicht miteinander in Beziehung stehen. Der Satz suggeriert eine Neigung zu analytischem Denken und eine Faszination für die Komplexität und Verbundenheit der Welt. Es zeigt eine Neugierde und Freude am Entdecken verborgener Zusammenhänge.
Die Auswertung der Antworten zeigt, dass wieder zweidrittel der Befragten diese Aussage stark oder sehr stark bejahen. Dies weist auf sowohl das Interesse wie die Fähigkeiten von interdisziplinärem Denken, wie auch kreatives Denken und wissenschaftliche Neugier hin.
Hinweis: Die in Österreich befragte Gruppe hat einen starken Anteil an Menschen mit höherer Bildung (77 %). In einer der Bevölkerung besser entsprechenden Stichprobe muss man mit anderen Ergebnissen rechnen.
A17Ich kann die wichtigsten Teile eines Textes herausfiltern.
Der Satz drückt die Fähigkeit aus, die wesentlichen und relevanten Informationen in einem Text zu identifizieren und hervorzuheben. Gleichzeitig suggeriert eine Fähigkeit zur kritischen Analyse und zur effizienten Informationsverarbeitung. Diese Kompetenz ist besonders in akademischen, beruflichen und alltäglichen Kontexten nützlich, in denen große Mengen an Informationen verarbeitet werden müssen.
In diesem Zusammenhang müsste man allerdings berücksichtigen, dass das Herausfiltern wichtiger Teile subjektiv sein kann und von der Perspektive, eventuellen Vorurteilen und den Zielen des Lesers abhängt.
Mehr als 90 % der Befragten schätzen sich so ein, dass sie in der Lage sind, die wichtigsten Teile eines Textes herauszufiltern.
A24 Wenn ich einen Text lese, suche ich nach einem Zusammenhang zwischen den darin enthaltenen Informationen und anderen Texten, die ich gelesen habe.
Diese Aussage beschreibt die Praxis, beim Lesen eines Textes aktiv nach Verbindungen oder Beziehungen zu Informationen aus anderen Texten zu suchen, die man bereits gelesen hat. Das suggeriert ein tiefes und reflektiertes Leseverhalten, das über das bloße Verstehen des aktuellen Textes hinausgeht und die Integration von neuem Wissen in ein bestehendes Wissensnetzwerk betont.
Im Zusammenhang mit der Frage wird eine Fähigkeit zum kritischen Denken und zur Analyse vorausgesetzt, indem Verbindungen und Unterschiede zwischen verschiedenen Informationsquellen erkannt werden. Das beinhaltet allerdings das Problem von „Bias“, indem das Suchen nach Zusammenhängen manchmal zu einer Bestätigung voreingenommener Meinungen führen kann, indem man nur die Informationen wahrnimmt, die zu den bereits bestehenden Überzeugungen passen.
Auf diese Aussage antworten mehr als 66 % mit Zustimmung wie starke Zustimmung, was ein Hinweis auf einen grundlegenden Ansatz zu kritischem Denken und intertextuellen Fähigkeiten bei den Befragten besteht.
The BonJour! Survey (part of the developing of the Methodology of the BonJour! Project) aims to explore the behaviour and approach to information. Approximately 150 individuals aged 50+ from various countries in Europe participated. In Austria, 45 people were invited, of whom 31 provided complete responses (a response rate of 69%).
The survey was divided into six different dimensions, each with 3 to 6 questions. The closed-ended questions followed the Likert scale with five levels of agreement. Some control questions were formulated for reverse answering. The six dimensions are: Information Analysis, Evaluation and Assessment, Creation and Production, Recall, Understanding, and Application.
The structure of the sample of the 31 participating people is shown in the table. The average age was 67.8 years.
Education Level
Percentage
Primary Education
13%
Secondary Education
10%
Higher Education
77%
Survey Analysis: Behaviour and Approach to Information
Here are the links to the evaluations of the individual dimensions:
Die Umfrage versucht das Verhalten und die Herangehensweise an Informationen zu erforschen. Dazu wurden in Europa in etwa 150 Personen aus der Altersgruppe 50+ in verschiedenen Ländern befragt. In Österreich nahmen wurden 45 Personen eingeladen, von denen 31 vollständige Antworten lieferten (Rücklauf 69 %).
Die Umfrage gliederte sich in 6 verschiedene Dimensionen, zu denen zwischen 3 und 6 Fragen gestellt wurden. Die geschlossenen Fragen folgten dem Likertkonzept mit 5 Stufen der Zustimmungen. Einige Kontrollfragen wurden für eine umgekehrte Beantwortung formuliert. Die sechs Dimensionen sind Analyse von Informationen, Evaluieren und Bewerten, Erstellen und Schaffen, Erinnern, Verstehen, und Anwenden.
Die Struktur der Stichprobe der 31 teilnehmenden Personen ist in der Tabelle dargestellt. Das Durchschnittsalter betrug 67,8 Jahre.
Bildungsniveau
Prozentsatz
Grundschulbildung
13%
Sekundarschulbildung
10%
Höhere Bildung
77%
Umfrageanalyse: Verhalten und Herangehensweise an Informationen
The BonJour Project (Erasmus+ 2023-1-IT02-KA220-ADU-000160320) aims to improve media literacy among older adults by enhancing their journalism and digital skills. This will empower them to be more socially active and bridge the digital gap between generations. A new profession, the Media Educators for the Elderly, will be established to address the specific needs of this demographic. The project will involve training these educators, developing media literacy curricula for seniors, and creating an e-learning platform for seniors to become active and critical media consumers. The EBI – as a partner in this project – has undertaken some specific analyses of the focus rounds (with experts, implemented in May, analysing the new role of Media Educators and different points of view on media literacy of seniors). Here is the first summary:
Roles and Responsibilities of Media Educators
Media educators play a vital role in supporting seniors in their digital journey. They should equip seniors with the skills to use digital technologies effectively, while also raising awareness of both the risks and opportunities associated with them. Promoting social inclusion through digital literacy is another key responsibility of media educators.
Educators should focus on teaching core digital competences such as recognizing different types of online content, understanding how the internet and social media work, and developing critical thinking skills. However, fostering a positive learning environment is equally important. By adopting a friendly and non-hierarchical approach, media educators can create a space where seniors feel comfortable asking questions and learning from each other.
Media Educator in the On-site Training – working with senior adults.
Core Competences for Media Educators
Several key competences are essential for media educators working with seniors in the frame of the BonJour Project. These include:
Pedagogical Skills The ability to identify effective learning strategies that cater to the specific needs of older adult learners.
Emotional Skills Understanding and addressing the anxieties or frustrations seniors may experience while learning new skills.
Digital Skills Strong digital skills to serve as a role model and provide clear guidance to seniors.
Socialization Skills The ability to create engaging learning experiences that promote interaction and build a sense of community among participants.
Training and Certifications
Currently, there is a lack of widespread awareness regarding specialized training courses or certifications specifically designed for media educators who focus on teaching seniors.
Pedagogical Approaches and Teaching Methods
Experience-based and transformative learning methods might be most effective for engaging senior learners and making the educational process meaningful. Cooperative learning with clearly defined micro-objectives can also be highly beneficial. However, face-to-face teaching, practical exercises, and demonstrations remain crucial elements in creating a successful learning environment for seniors.
Media Literacy will be taught using a Blended Learning delivery (Based on Flipped Learning 3.0).
Preferred Learning Methods
When it comes to learning methods, seniors tend to gravitate towards concrete approaches such as practical exercises, face-to-face interaction, group work, and video tutorials. Methods that encourage the exchange of experiences and the application of newly acquired skills in real-world scenarios are particularly effective for this demographic.
Practical Issues in Creating Learning Material
Accessibility is a key consideration when developing learning materials for seniors. This includes using larger font sizes, increased line spacing, and clear, concise language. Self-assessment tools and cooperative evaluation methods can also help to reduce feelings of anxiety or inadequacy among learners. Basically, the team will select an active learning approach. The team will also create a learning platform with multimedia-based and interactive training materials.
Challenges Faced by Elderly Learners in the BonJour Project
Several challenges can hinder seniors’ ability to learn new digital skills. Age-related difficulties like vision problems or motor skill limitations can create obstacles. Additionally, some seniors may be hesitant to change their established routines or may fear appearing outdated. Psychological barriers such as the fear of making mistakes can also impede progress.
Overcoming Challenges
Media educators can address these challenges by creating tailored learning modules that cater to the specific needs and abilities of seniors. Designing lessons that are relevant to their personal experiences and providing ample opportunities for practice are also crucial. Motivating senior learners by emphasizing the benefits of digital competence and demonstrating how these skills can enhance their lives is essential for promoting continued engagement.
Use of Technology in Teaching
Various digital tools can be incorporated into lessons for seniors, including the Office Suite, web browsers, PDF editing tools, and even social media platforms. However, it is important to prioritize familiar and accessible technologies such as smartphones and commonly used applications.
While some seniors may be comfortable using platforms like Facebook and WhatsApp, navigating unfamiliar platforms can present challenges. Repetitive practice and confidence-building activities are essential for overcoming these hurdles.
Responsible Sharing of News
Media educators in the Bonjour Project play a critical role in teaching seniors about responsible news sharing. This includes emphasizing the importance of verifying information before sharing it and teaching them to critically evaluate sources and cross-check information.
Quality Control in Journalism
Quality control in journalism is paramount. Media educators should impress upon seniors the importance of verifying information from reputable sources and cross-referencing information with relevant authorities to ensure accuracy. The ever-evolving media landscape presents a challenge to maintaining quality, but critical thinking skills are essential for navigating this complex environment.
Media Literacy in the BonJour! Project.
Media literacy is crucial for both younger and older generations. Educators play a vital role in teaching everyone to critically evaluate the information they encounter and to avoid the pitfall of accepting information at face value. Developing strong research skills and fostering a culture of persistence and critical thinking are essential components of media literacy education.
Algorithmic Influence
The rise of algorithms and the creation of information bubbles are significant challenges in today’s media landscape. Media educators should raise awareness of these issues and encourage seniors to seek out diverse sources of information to gain a well-rounded perspective.
EBI is proud to be a partner in the BonJour Project, coordinated by EduVita (from Lecce, Italy). The objective of the project is to enhance media literacy among older individuals by focusing on journalism and digital skill improvement. This effort aims to foster social activism among seniors and bridge the generation gap in digital proficiency. A key aspect of the plan involves establishing a pool of Media Educators for the Elderly, a role that is currently lacking despite its pressing need. The target groups include adult educators, senior educators, media educators, as well as individuals aged 55+ and senior learners.
Aims in this Media Literacy Project
This project targets elderly people and will create a new kind of educator: The “Media Educator for Adults”, supporting this group to handle news without problems.
The implementation strategy includes conducting a learning needs analysis for seniors in media education, providing training for Media Educators for the Elderly, and offering courses for seniors to enhance critical thinking and ICT skills through media literacy and journalism. Additionally, the plan involves creating a handbook and guidelines for Media Educators, developing a curriculum for seniors, and launching a pilot program where elderly individuals actively contribute to media and digital content creation.
Expected Results at the End of the Project
Expected outcomes include the establishment of a methodology for Media Literacy for the Elderly centered on journalism, the identification of the Media Educator profile, and the creation of a pool of Media Educators for the elderly. Furthermore, the initiative aims to produce a guide for Media Educators, an e-learning platform tailored to seniors’ needs, and tangible learning materials for elderly individuals.
The kick-off meeting of the project took place March 13th, 2024, in Lecce. [read more]
The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
We are excited to convene the Kick-off Meeting at the EduVita Intergenerational Centre in Lecce, marking the beginning of our collaborative endeavour in the frame of the BonJour Project, an adult education media literacy cooperation. This meeting is a critical first step in launching our project, bringing together a diverse group of experts and professionals.
The partners in this Media Literacy Adult Education Project
EduVita is the coordinator in this project. It is an educational and cultural center in Southern Italy founded in 2019 to improve the quality of life for all ages through intergenerational learning. They focus on social activities for elderly people and innovative teaching methods. Currently, Hanna Urbanovich, Damiano Verri, and Teresa Voce are in the project team.
Associação MY MADEIRA ISLAND, represented by Anastasia Mazur, and Andreia Jesus is a non-profit that supports Madeira Island’s cultural and social development through educational events and activities. They focus on helping young people gain digital skills and find online work due to the island’s limited job market.
Foundation Pro Scientia Publica (Poland), represented by Aleksander Kobylarek and Martyna Madej, is a non-profit organization focused on adult education, especially for elderly people. They provide workshops and seminars on various topics to help seniors stay socially engaged and develop new skills.
Our organisation, the European Initiative for Education (EIE), a non-profit organization in Austria, promotes innovative education and training methods for adult learners and educators. They focus on technology-enhanced learning and developing new teaching techniques. Peter Mazohl participated in the meeting.
Fundacja Imienia Juliusza Mieroszewskiego (Foundation of Juliusz Mieroszewskiego), established in 2013, focuses on strengthening ties between Central and Eastern European countries through educational and cultural initiatives. They promote lifelong learning, especially for older adults, by offering virtual courses, training educators, and supporting programs like the Golden Age University in Belarus. From this organisation, Lana Rudnik, Vitaut Rudnik participated in the meeting.
Nazilli Hayat Boyu Öğrenme Derneği (Nazhayat) is an association founded in 2015 by educators to bridge generations and cultures. They focus on re-invigorating adults over 50 after retirement and offer courses for teenagers and adults. Their main goal is to integrate retired people back into society and promote active ageing through various activities. With a core group of 30 active members, mostly volunteers, Nazhayat benefits numerous participants both in Nazilli and online. Participants: Hasan Yuce, Emin Masalcı.
Each partner brings a wealth of knowledge and experience vital to the project’s success.
During the Meeting
A session designed to welcome participants, aimed at fostering camaraderie and collaboration among all partners. Each partner provided a brief introduction, detailing their organization’s role and contributions.
The Kick-Off meeting of the BonJour Project took place in Lecce, in the rooms of EduVita.
The meeting featured a comprehensive outline of the project, including detailed descriptions of the work packages, with a focus on the specifics, responsibilities, and forthcoming steps of WP2. There will be a discussion on project management strategies, communication methods, financial rules, and the partnership agreement to ensure clarity and cohesion in our collective effort. Additionally, the meeting will focus on establishing quality benchmarks, evaluation plans, and risk mitigation strategies to guide us on our path to success.
Summary
This Kick-off Meeting promises to be a milestone event, setting the foundation for our collaborative work on media literacy. It’s an opportunity to align our goals, understand our roles, and embark on this journey with a shared vision and enthusiasm. We look forward to a productive meeting that paves the way for our project’s success.
The project’s number is 2023-1-IT02-KA220-ADU-00016032, the complete title “BonJour! Enhancing the Critical Media Literacy of the Elderly through Digital Education and Journalism”. We appreciate the funding of the European Commission for this project.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
The Europäische Bildungsinitiative (EBI) is a non-profit association that has been awarded for its work in European ERASMUS+ projects with the label of “good practice” three times, now for its participation in the CONNECT Project. The EBI is known for its high technological standard and impact on adult education. One of the EBI’s most successful projects is the CICERO Project, which developed a virtual learning environment to teach digital competencies to adult learners. Another successful project is the InterMedia Project, which investigated using multimedia-based and interactive training materials in adult education. In this project, EBI has been the coordinator.
The CONNECT Project is the latest ERASMUS+ project EBI participated in. It developed an innovative curriculum for students in the computer and information, health, and social sciences background. The CONNECT Project also develops a transnational network of key actors from academia, industry, and NGOs.
About the project
The CONNECT project was an education program to engage students from across European countries to enable continuous innovation and entrepreneurship in the European eHealth sector. The project focuses on issues of eHealth innovation and state-of-the-art training and education of students.
Objectives
The project has three main objectives:
Development of an innovative multidisciplinary and cross-sectional curriculum for students from the computer and information, health, and social sciences background, focusing on cooperation between sectors for strengthening the existing knowledge, skills, and entrepreneurship.
To provide an Intensive Study Programme (ISP) to 42 students from computer and information, healthcare, and social sciences backgrounds to facilitate student’s challenge-based learning collaborations by having students develop eHealth applications in the form of a project with real implications in the field of eHealth.
To develop a transnational network of key actors from academia, industry, and NGOs to establish collaborations, exchange best practices, and facilitate long-distance mentorship for students who graduated from the Intensive Study Programme through an online platform, “eHealth Community of Practice”.
Participants
The participants involved in the project can be divided into the following categories:
Direct staff of the project: the management team and the steering committee
Intensive Study Program Participants (ISP): Students and Teaching staff
Consultants: entrepreneurs, industry contacts, and staff active in education and training
Indirect participants: persons that will participate in multiplier and dissemination events from academia, healthcare, industry, and other related sectors
CONNECT Partner Meeting in April 2022 in Porto.
Partners
Babes-Bolyai University Overview
Babes-Bolyai University (BBU), situated in Romania, holds a prestigious position in higher education in Center-Eastern Europe, dating back to 1581, and is renowned for its academic tradition. As the largest Romanian university, it consists of 21 faculties, hosts around 45,000 students, and employs 3,000 permanent university staff. BBU’s diverse culture is a result of its location at the confluence of Eastern and Western cultures. It leads Romanian universities according to several global university rankings, reflecting its commitment to excellence, education, and research.
Research and Academic Contributions
BBU has a prominent focus on scientific and educational activities, particularly in public health, medicine, and social and economic sciences. It concentrates on the submission and implementation of projects emphasizing research-development-innovation, capacity building, and mobility. BBU, currently coordinating an Erasmus Mundus project, has shown significant capability and experience in academic cooperation mechanisms and various capacity-building projects. It offers distinguished bachelor and master programs in public health and health management, and its active involvement in research studies provides diverse practical opportunities.
International Collaborations and Projects
BBU’s Department of Public Health has been involved in projects valued at over 9 million Euro, collaborating with partners from 30 countries. The department strives to improve public health in Romania and Central and Eastern Europe through interdisciplinary research and practices. It has participated in numerous impactful projects, including the Minority Health and Health Disparities International Research and Training program (MIRTH) with the University of Iowa, and the Increasing Capacity in Research in Eastern Europe (iCREATE) project, together with several universities in Eastern Europe. These projects, among others, aim to address various health disparities and foster international academic and scientific exchange.
Innovative Initiatives and Collaborations
Beyond major projects, the Department of Public Health has undertaken various innovative initiatives in collaboration with international partners. These include the “Quit Together” project with Michigan State University, aimed at preventing smoking relapses post-childbirth, and the “Training stage in the use of arts” (TABLO) project with the University of Canterbury, focusing on employing arts for the benefit of long-term condition patients. These innovative collaborations reflect BBU’s commitment to addressing diverse public health challenges through multidisciplinary approaches and international partnerships.
INIT ASSOCIATION
INIT ASSOCIATION, an NGO established in 2012, aims to nurture and support innovative small businesses in Cluj Napoca. It functions through two brands it owns: Cluj Startups and Freshblood, focusing on the startup community and innovations in the medical field, respectively.
Community Engagement and Education Focus
Cluj Startups, originating in 2014 as a startup founder’s community, maintains its community-centered approach, engaging around 3,000 startup founders and enthusiasts. The organization emphasizes education, fostering an entrepreneurial spirit through collaborations with universities and offering workshops and training to enhance the success probability of new businesses. Cluj Startups helps budding entrepreneurs at every stage, from idea conceptualization to market validation and growth.
Networking and Ecosystem Development
The organization acts as a catalyst in the ecosystem, connecting various stakeholders using its extensive network. Cluj Startups facilitates communication between local authorities, IT Clusters, universities, accelerators, and other NGOs, aiding in organizing significant events like the Startup Europe Summit in 2019 and coordinating efforts through the Manifesto for Startups workgroup to reinforce impact in the startup community.
Investment and Financial Support
Investing has become a crucial focus, with the inception of the Transylvania Angels Network in 2018, aimed at bridging startups in need with investors in Cluj-Napoca. The rapidly growing group, with around 60 active members, has already invested in several startups, ensuring they receive the necessary funding for success.
Freshblood: Innovation in Medical Field
Freshblood, initiated in 2016, concentrates on medical field innovations, having a strong international focus. While its activity areas are akin to Cluj Startups, it distinctly prioritizes international aspects in innovating medical field developments in Europe and in Cluj-Napoca.
University of Porto
U.Porto, founded in 1911, is one of the largest higher education and research institutions in Portugal and for several years now the most sought-after HEI, active in all fields with around 31,820 students (14% international), 2,300 academics (87% with a Ph.D.) and researchers and 1,500 non-teaching staff. It is one of the best positioned PT HEIs in national and international rankings: Times Higher Education 2017 (501-600); ARWU 2017 (301-400); QS 2017/18 (301); Leiden 2017 (143); NTU 2017 (232); and SCImago 2017 (207). It has 14 Faculties, 1 Business School and 35 Research Units located in 3 campuses within Porto. U.Porto is the leading producer of science in Portugal, responsible for 23% of the scientific articles produced in the country. Providing high-quality training and education is of paramount importance to the U.Porto. Being a truly international University, with 4.421 international
students from around 100 nationalities, internationalization is one of U.Porto’s strategic pillars and objectives, allowing the development of existing collaborations, as well as the establishment of innovative cooperation through the creation of active links with institutions from all over the world (more than 2500 active agreements).
Projects
In recent years, the U.Porto has coordinated and been involved in several projects, namely Erasmus+ (particularly International Credit Mobility, Erasmus Mundus Joint Master Degrees, Capacity Building and Strategic Partnerships) and Erasmus Mundus projects, which have greatly contributed to the reinforcement of its internationalization process and generated new cooperation opportunities through the development of projects and initiatives with HEIs from approximately 150 countries. U.Porto is an institution open to the world.
Europäische Bildungsinitiative
The “Europäische Bildungsinitiative” EBI – (in English, European Initiative for Education EIE) – is a Private Non-Profit Education and Training Association located in Wiener Neustadt/Austria. EBI’s mission is to endorse an innovative education, training, and culture approach. Target groups are adult learners, teachers/trainers in Adult Education, teacher trainers, and trainees in the C-VET (and Vet) frame.
The three departments of the EBI are
A training unit,
A technical unit (focusing on the creation of multimedia and interactive teaching content, maintenance of learning platforms, and programming individual solutions in the frame of
offered training) and
A unique research team.
Conclusion
The CONNECT project is an important initiative to address the skills gaps and mismatches in the European eHealth sector. The project will develop an innovative curriculum, provide an intensive student study program, and develop a transnational network of key actors. The project significantly impacted the development of the European eHealth sector.
Good Practice Awards
This quality label is awarded to projects that excel in the implementation of a project proposal. The quality of the results is assessed on the one hand, and the excellence of the cooperation on the other.
The described concept comes from the DigiComPass Erasmus+ project. In the frame of this project, the team developed a training course and necessary accompanying material and documents. These are:
